2024 T tess domain 4 examples

T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps .... Co operative feed dealers

The Texas Teacher Evaluation and Support System (T-TESS) focuses on providing continuous, timely and formative feedback to educators so they can improve their practice. Teacher Standards (outside source) - The Texas Teacher Standards are aspirational standards that inform all phases of a teacher's career (TAC 149, Subchapter AA) (outside source).Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and EvaluationT-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...cdn.ymaws.com3. Read the first Domain carefully. 4. For each indicator, begin with the “Developing” performance descriptors and move left towards the “Distinguished” column. The performance demands and essential actions grow increasingly complex as you move to the left of the rubric. 5.from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level.The following shows the minimum average scores across T-TESS domains 2 and 3 to achieve each level of designation (Recognized, Exemplary, and Master). The minimum average scores were derived from a statewide analysis of T-TESS observations with scores on a 1 to 5 scale.A great deal of time was spent on reviewing the words at the beginning of the lesson (30.13 minutes). It was unclear whether that was necessary due to the students having difficulty with the Domain 1: Planning. Dimension. Evidence. Rating. 1.1 Standards and Alignment. 1.2 Data and Assessments. 1.3 Knowledge of Students . ... T-TESS Observation Evidence Sheet Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...T-TESS Appraiser Sample Conferencing Questions 1.1 Standards and Alignment • How are the goals for learning aligned to state contentstandards? • How will technology be integrated into the lesson to support mastery of the lesson’s goals? • How do you plan for activities, materials, and assessments that are sequenced and relevant to students?The T-TESS rubric is internally consistent at both the domain and dimension levels. All correlations between domain ratings and all correlations between dimension ratings are positive, suggesting that none of the domains or dimensions stands out as unrelated or contradictory to the rest of the rubric. • The T-TESS rubric is eficient.Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw Activities (Dimension 1.4) • The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. INSTRUCTION (Domain 2) Achieving Expectations(Dimension 2.1) • The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. Donna ISD / HomepageTeacher Evidence Sources Domain 1: Planning and Preparation … Domain 4 : Professional Responsibilities … Listening for analysis of what went well and didn’ t go well – Specific examples of reflection from the lesson – Ability to articulate strengths and areas for development – Capture student voice (survey, conversation w/ students), Domain 4 Evidence .1 - 2. Possible Artifacts for Domain 4:ProfessionalismIn regards to Domain 4, principals should look at documents that support the six elements. While PEDdoes not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantityapproach. Many documents are already in place and readily applicable to multiple elements.This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that parti Examples of Observation Evidence ... review Domains 2 & 3. Instruction. ... T-TESS Part 4. Objectives: The teachers will:from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level. Contact Info. Four Capitol Mall Little Rock, AR 72201 Map & Directions. Hours: 8am - 4:30pm M-F Phone: 501-682-4475The Professional Practices and Responsibilities Domain is rated after the end-of-year conference when theappraiser and teacher meet to finalize the annual appraisal process. Dimensions: Professional Demeanor and Ethics. Goal Setting. Professional Development. School Community Involvement. Part I: Data Analysis and Goal SettingDomain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and Evaluation T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ... Domain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase. Contact Info. Four Capitol Mall Little Rock, AR 72201 Map & Directions. Hours: 8am - 4:30pm M-F Phone: 501-682-4475This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that partiAdapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.Jul 2, 2017 · There is text on most of the pages that will help guide you in the kinds of things that should be included in each dimension within the 4 domains of T-TESS. Use them as dividers for each section and add your evidence as you wish. Included: 5 different binder covers Planing Domain & Dimensions 1.1, 1.2, and 1.3 Instruction Domain & Dimension 2.1-2.5 Amanda Waggoner TESS Portfolio 2013-2014. Amanda Waggoner. Views: 312. Useful: 0. Copy of NCSLMC Artifacts Evidence Binder. Lucrece Medlicott. Views: 105. Useful: 1. Fugate TESS Artifacts Evidence Binder 2013-2... The following shows the minimum average scores across T-TESS domains 2 and 3 to achieve each level of designation (Recognized, Exemplary, and Master). The minimum average scores were derived from an analysis of T-TESS observations from across the state with scores on a 1 to 5 scale.T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ...Created Date: 12/11/2014 9:48:44 AMT-TESS Observation Evidence Sheet High School AP Chemistry Domain: Instruction Dimension Evidence Rating Achieving Expectations 2.1 The lesson began with an ‘explore’ activity where students were expected to use the syringe and marshmallow to record changes in the shape and size of the marshmallow when placing their finger at Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ... Communication The teacher balances teacher directed and student directed communication. The teacher asked some procedural and clarifying questions throughout the lesson but seldom usesT-TESS is the Texas recommended appraisal process designed to evaluate teachers and establish a system of support. During the spring of 2014, a steering committee finalized the development ofthis new evaluation system whichdirectly correlatesto the new Texas Teacher Standards outlined in Texas Administrative Code, Chapter 149.articulated in Domain 4. End-of-Year Conference (Domain 4 Aspect) This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T- TESS Rubric, and to discuss next year’s goal(s) and professional development plan.2.3 . The text message voting with post-it notes as a nontech backup - allowed for all students to communicate with the teacher at the beginning of class.Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning isThe T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. Activities (Dimension 1.4) • The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. INSTRUCTION (Domain 2) Achieving Expectations(Dimension 2.1) • The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.Domain & Component Sources of Evidence Domain 4: Professional Responsibilities Observations of Teaching Artifacts 4a: Reflecting on Teaching 4b: Maintaining Accurate Records • Instructional and non-instructional records, for example: • Record for field trip permissions • Anecdotal notes for student participationPrior to each observation, the T-TESS appraiser will conduct a pre-conference meeting with the teacher to ask background questions about the lesson plan, the learning outcomes and the students in the class in order to provide context. It is also appropriate for the appraiser to share expectations in T-TESS Domains 2 and 3 and assist teachersDomain 4 of the T-TESS Rubric. • Celebrate accomplishments and acknowledge areas of growth. • Discuss next year’s goal(s) and professional development plan. Unlike Domains 1-3, Domain 4 is not scored in summative form until teachers have been afforded the opportunity to present evidence related to the four dimensions during the EOY ... Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and Evaluation cdn.ymaws.com Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and EvaluationReinforcement (GLOW) Example Reinforcement area/dimension. Use specific language from the rubric. • Example: The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. (Dimension 1.4 – Activities) Self-analysis question. Ask a specific question to prompt the This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that parti2.3 . The text message voting with post-it notes as a nontech backup - allowed for all students to communicate with the teacher at the beginning of class.Fort Worth ISD T-TESS Procedures Manual 2019-2020 . Updated 9/18/2019 7 . T-TESS APPRAISAL PROCESS . FORM A Teacher Request for Appeal of T-TESS Observation Outcomes with First Appraiser . FORM B Teacher Appeal of T-TESS Observation Outcomes/Request for Second Appraiser . FORM C Agreement for Pre -Observation, Observation, and Post-ObservationT-TESS Rubric 1. PLANNING DIMENSION 1.1. Standards and Alignment. The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. Standards Basis: 1A, 1B, 3A, 3B, 3C. Distinguished. STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS. Instructional Planning ...• the teacher has never been appraised under the T-TESS; or • district policy regarding teacher appraisal has changed since the last time the teacher was provided a T-TESS orientation . New teachers must receive T-TESS training within three (3) weeks of their start date. T-TESS orientation may include online materials in addition to a face ... Any content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ...2.3 . The text message voting with post-it notes as a nontech backup - allowed for all students to communicate with the teacher at the beginning of class. This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that parti This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that partiEXAMPLES of ARTIFACTS Note: This is a brainstormed list of possible artifacts. Teachers should use artifacts that are reflective of their own work. The following are examples ONLY and not meant to provide an exhaustive list. TESS Examples of ARTIFACTS 1 Revised 3/1/2021 Domain 1: Planning and Preparations. a. Knowledge of Content and Pedagogy Teacher Evidence Sources Domain 1: Planning and Preparation … Domain 4 : Professional Responsibilities … Listening for analysis of what went well and didn’ t go well – Specific examples of reflection from the lesson – Ability to articulate strengths and areas for development – Capture student voice (survey, conversation w/ students), Domain 4 Evidence .evident in her ability to provide examples during the lesson and make connections between mathematical definitions and some real life concepts. (i.e., the shopping example, classifications with eye glasses, hair color, the architectural reference, etc.) The teacher uses a few subject specific instructional strategies to enhance student contentDistinguished. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Models all professional standards (e.g., attendance, professional appearance and behaviors) across the campus and district for educators and students. Advocates for the needs of all students in the classroom and campus.Activities Dimension 1.4 The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. T-TESS DOMAINS place photo here. The teacher supports all learne INSTRUCTION Domain Content Knowledge and Expertise Achieving Expectations Dimension 2.1 rs in their pursuit of high There is text on most of the pages that will help guide you in the kinds of things that should be included in each dimension within the 4 domains of T-TESS. Use them as dividers for each section and add your evidence as you wish. Pages Included: 5 different binder covers. Planing Domain & Dimensions 1.1, 1.2, and 1.3.End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ... Fort Worth ISD T-TESS Procedures Manual 2019-2020 . Updated 9/18/2019 7 . T-TESS APPRAISAL PROCESS . FORM A Teacher Request for Appeal of T-TESS Observation Outcomes with First Appraiser . FORM B Teacher Appeal of T-TESS Observation Outcomes/Request for Second Appraiser . FORM C Agreement for Pre -Observation, Observation, and Post-ObservationT-TESS is the Texas recommended appraisal process designed to evaluate teachers and establish a system of support. During the spring of 2014, a steering committee finalized the development ofthis new evaluation system whichdirectly correlatesto the new Texas Teacher Standards outlined in Texas Administrative Code, Chapter 149. Fort Worth ISD T-TESS Procedures Manual 2019-2020 . Updated 9/18/2019 7 . T-TESS APPRAISAL PROCESS . FORM A Teacher Request for Appeal of T-TESS Observation Outcomes with First Appraiser . FORM B Teacher Appeal of T-TESS Observation Outcomes/Request for Second Appraiser . FORM C Agreement for Pre -Observation, Observation, and Post-ObservationDimension 4.3: Professional Development Working on an English II PLC has created a cohesive structure to my student teaching. The professional community at Bowie HS is enhanced by team collaboration where students benefit as a result. The PLC constantly sets new expectations and there is a degree of improvement each six-weeks.The premium Pro 50 GB plan gives you the option to download a copy of your binder to your local machine.Learn MoreEnd-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ... UEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ... Domain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase.aspects of T-TESS, district policy considerations for implementing T-TESS, and the purpose and goals for those implementing T-TESS. Included are comments and suggestions that reflect the best practices and insights collected from the practical experiences of district personnel who were integral to the implementation of T-TESS during the pilot year.Examples of Observation Evidence ... review Domains 2 & 3. Instruction. ... T-TESS Part 4. Objectives: The teachers will:T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...

from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance level at which initial consideration begins until evidence is substantiated to score at another ... . Evanescence tour 2022 canada

1 - 2. Possible Artifacts for Domain 4:ProfessionalismIn regards to Domain 4, principals should look at documents that support the six elements. While PEDdoes not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantityapproach. Many documents are already in place and readily applicable to multiple elements.Teacher Evidence Sources Domain 1: Planning and Preparation … Domain 4 : Professional Responsibilities … Listening for analysis of what went well and didn’ t go well – Specific examples of reflection from the lesson – Ability to articulate strengths and areas for development – Capture student voice (survey, conversation w/ students), Domain 4 Evidence .Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level.The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. 4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level.Contact Info. Four Capitol Mall Little Rock, AR 72201 Map & Directions. Hours: 8am - 4:30pm M-F Phone: 501-682-4475 T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...Domain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase. • Allows principals to get at the essence of the T-TESS domains instead of overwhelming teachers with too many components, elements, and attributes. • Enables principals to stretch themselves in order to have honest and honorable conversations about teacher practices out of their own color/ comfort zone. (See page 8 for color descriptors.).

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